Bargaining Update: Tentative Agreement Reached
How to Talk About the Friedrichs Case
403(b) Sales Tactics - Don't Be Fooled
Date: Fri, 14 Aug 2015 19:19:03 -0400
From: "CTAinvest.org" <email@example.com>
Subject: 403(b) Sales Tactics - Don't Be Fooled
The beginning of the school year is here and 403(b) representatives and/or vendors will be gearing up their marketing activities. This may include mailings to your home, email solicitations, or offering you pizza in the faculty lounge.
Some 403(b) vendors will offer to provide you with information on your "State Retirement Benefits" or "Free CalSTRS or CalPERS estimates." These are often used as sales tactics to secure an appointment to sell you an insurance product.
It's easy to use the CalSTRS or CalPERS on-line tool for an estimate of your retirement benefit. Visit http://resources.calstrs.com/CalSTRSComResourcesWebUI/Calculators/Pages/RetirementBenefit.aspx for CalSTRS
Or, if you are interested in meeting with a counselor, visit http://www.calstrs.com/local-counseling-offices for a list of offices or to schedule a telephone benefits counseling session or https://www.calpers.ca.gov/page/contact for CalPERS.
You can also visit CTAinvest.org http://ctainvest.org/home.aspx which includes videos, consumer guides, calculators and other tools to help you make an informed decision with your 403(b) or 457 investments.
Don't be pressured into making a quick decision. Some products carry high fees and surrender charges. Before purchasing a product, be sure to ask the representative to disclose ALL fees and commissions, and put their recommendations in writing. Read or download the free CTA guide to SELECTING A 403(b)/457 ADVISOR & Understanding Plan Fees
You have options - check out 403bCompare.com https://www.403bcompare.com/ for a list of 403(b) vendors including disclosure on fees and performance.
Click here to view the web version or Mobile version for the above information from CTA:
Non Re-elected / Temporary Contract Information Packet
Setting the Record Straight
In an effort to keep you informed regarding an Alpine High School, please read the document below from Superintendent Ralf Swenson on the Alpine Injunction, and its impact on the Grossmont District.
You Can Take Action -- On 'No Child Left Behind' High Stakes Testing
If you agree with the following powerful opinion piece, consider writing to your congresspersons using the National Education Association’s Legislative Action Center. The link makes writing your legislator so easy, that the letter almost writes itself. In a matter of minutes (even seconds) your voice will be heard - and that will make a difference. Here is the link:
‘No Child Left Behind’ has failed
By Lily Eskelsen García, President, National Education Association, and Otha Thornton, President, National Parent Teacher Association
Public education for every child was an American idea, but it has always been a local and state responsibility. Even when Congress passed the Elementary and Secondary Education Act 50 years ago, the intended federal role was limited but clear: ensuring equal opportunity.
The act provided federal resources for states to level the playing field between schools in wealthy and poor districts. However, its 2002 reauthorization, which became known as No Child Left Behind, took the law off track by mandating that all students hit arbitrary scores on standardized tests instead of ensuring equal opportunities.
No Child Left Behind has failed. Now we have a chance to fix the law by refocusing on the proper federal role: equal opportunity. To do that, we must change the way we think about accountability.
Under No Child Left Behind, accountability has hinged entirely on standardized test scores, a single number that has been used to determine whether students graduate or teachers keep their jobs. The problem is, a single test score is like a blinking “check engine” light on the dashboard. It can tell us something’s wrong but not how to fix it.
What we need instead is a whole dashboard of indicators that monitor better measures of success for the whole child — a critical, creative mind, a healthy body and an ethical character. And we need indicators of each student’s opportunities to learn — what programs, services and resources are available?
Success should be measured throughout the system — preschool to high school — but a standardized test tells us so little. We want to know which students are succeeding in Advanced Placement and honors programs, where they earn college credit in high school. You can measure that. We want to know which students have certified, experienced teachers and access to the support professionals they need, such as tutors, librarians, school nurses and counselors. We want to know which students have access to arts and athletic programs. Which middle school students are succeeding in science, technology, engineering and math tracks that will get them into advanced high school courses, which will get them into a university. You can measure all that, too.
And we want the data broken down by demographic groups, so we can ensure that all types of students have access to these resources. Without this dashboard of information, how would the public know which children are being shortchanged? How would anything change on the local or state level?
Real equal opportunity, of course, isn’t a “one size fits all” proposition. It means providing every child whatever he or she needs to learn, whether it’s tutoring and mentoring, counseling or other services. If a student comes to school hungry or sick, can we really say that she has an opportunity to learn? Of course not — and we must acknowledge this by seeing each student as a whole human being with individual needs.
We must also recognize that the misuse of test scores has had unintended negative consequences, especially for students at high-poverty schools. In service to high-stakes “test and punish” threats, schools with the most limited resources have been most likely to cut back on history, art, music and physical education, simply because they aren’t covered on standardized tests. Those are the schools where test prep has robbed students of quality one-on-one time with teachers. Teachers have told us that students in their schools have had recess cut back in order to clear more time for test prep, despite abundant research showing that exercise improves learning. Under No Child Left Behind, the testing tail is wagging the dog.
After years of false starts, Congress now seems serious about fixing this law. At a time when many Americans have lost faith in Washington’s ability to solve problems, this is a chance for educators, parents and Congress to work together and ensure equal opportunity for every student. We must seize this moment.
Response to Time Magazine Cover "Rotten Apples"
A recent Time Magazine cover depicted public school educators as "Rotten Apples." Many educators wrote responses to the Magazine about the insulting and harmful cover and poorly researched cover story the cover promoted.
Please read the following inspirational response from an Assistant Principal to that Time "Rotten Apples" edition. It will inspire you!
And thank you for standing up for your students!
Sunday, November 2, 2014
Dear Time Magazine,
I am furious, incensed, and irate at your November 3, 2014, cover depicting every American public school educator as a Rotten Apple and a billionaire from Silicon Valley as the savior of American public schools.
So forgive me, if this Rotten Apple, tells you exactly what I think of your reporting since you never bothered to interview a public school teacher for your piece.
First, let me clarify what it means to be a public school educator in the United States today. Unfortunately, at college campuses around this country, they are berated by their peers for their career choice. I was told on many occasions at the University of Virginia that I was wasting my time and talent on teaching. After graduating, the Rotten Apples are then afforded what the Economic Policy Institute calls “the teaching penalty”. The EPI’s studies and those of the O.E.C.D. show that teachers earn 12% to 14% “less than other similarly educated workers” and “60% of what their peers earn.” These Rotten Apples then spend their summers attending conferences and classes, which most pay for out of their own pockets, to learn skills and knowledge to enhance the instruction their students receive when they report in the fall. They return to their classrooms in late July or early August using their own money to pay for essential supplies for themselves, for their classrooms, and for their students.
Is anyone in Silicon Valley paying for their own office supplies? I can assure you they are not.
The Rotten Apples come into work between 6:30-7:30 A.M. because most are helping students in some way before the school day ever begins. They often feed their students breakfast. They teach all day even during their planning periods. They get less than 30 minutes for lunch, and many have students with them during their lunch breaks. The Rotten Apples then work with students after school either in the classroom or out on the playing fields coaching. After a full day they go home and grade papers, prepare lesson plans for the following day, maintain an online classroom and gradebook, and answer emails. Most don’t stop until at least 10:00 P.M. The Rotten Apples do this day in and day out throughout the school year. The O.E.C.D. report indicates that “American teachers work far longer hours than their counterparts abroad.” In addition, they have now been asked by society to be counselors watching for both signs of drug use and mental health issues in their students. They buy students clothes, they provide them with meals, they purchase medicine for them, and they worry about their safety after they leave school and go home to what are often unsafe neighborhoods. In our society, they are expected to keep every student safe at school as well. How many times have we recently seen where teachers risked their lives or gave their lives for their students? These are the people you have so crassly referred to as Rotten Apples. Shame on you and shame on your magazine for doing this!
In the spring of each year, thanks to NCLB, the Rotten Apples are held to a standard in this age of high stakes testing that no other profession is held to: a 100% pass rate. If teachers are held to this standard, why wouldn’t their working peers whom we have already established are paid significantly more be held to this same standard? Let’s look at doctors and nurses, for example. According to a new study from the Journal of Patient Safety, 440,000 people per year die from preventable medical errors. In fact, this study found that medical errors were the third leading cause of death in the United States today.
Have you characterized doctors or nurses on your cover as Rotten Apples? You have not. Is the government setting impossible benchmarks for doctors and nurses to make to correct this problem? No, they are not. Why? Because money talks in this country. The American Medical Association spent $18,250,000 in 2013 and $15,070,000 so far in 2014 lobbying our government; in fact, they rank number 8 in terms of organizations lobbying our government for influence. The NEA isn’t even in the ball park with the AMA, as they rank 221st.
As Senator Elizabeth Warren has so aptly stated, “The system is rigged,” and it is definitely rigged against public education. In the latest Gallup poll, 75% of American parents said they were satisfied with the quality of education their child was receiving in public schools. However, the latest Gallup poll showed that only 14% of Americans approve of the way Congress is handling its job. Have you done a cover calling Congress Rotten Apples? Why no, you have not. In fact, I checked your covers for the last two years and not once have you said a disparaging word about Congress on your cover. Yet, the approval rating for teachers is 75%, and you have chosen to go after them. Why is that? Is it because as Gawker revealed earlier this year that your writers and editorial staff are required to “produce content that is beneficial to advertiser relationship”? So, was this attack on teachers really about pleasing advertisers and perhaps a billionaire from Silicon Valley with deep pockets as well?
You should be ashamed that you have not written about and publicized what is the civil rights issue of our generation: poverty in this country. As I was writing this response to you, JAMA Pediatrics released a study by Dr. Glenn Flores and Bruce Lesley. Some of the highlights of their study are as follows and directly quoted from there:
*Childhood poverty has reached its highest level in 20 years
*1 in 4 children lives in a food-insecure household.
*7 million children lack health insurance.
*A child is abused or neglected every 47 seconds.
*1 in 3 children is overweight or obese.
*Five children are killed daily by firearms.
*1 in 5 experiences a mental disorder.
*Racial/ethnic disparities continue to be extensive and pervasive.
*Children account for 73.5 million Americans (24%), but 8% of federal expenditures.
*Child well-being in the United States has been in decline since the most recent recession.
When schools open their doors to kindergartners, some of the most important connections in their brains have already been formed. Those in poverty have had their brains in a stressful state since birth. Moreover, they arrive on the doorsteps of school with a word deficit compared to their fellow students who did not grow up in poverty. Address poverty and students will be more prepared for school from the very start. As Ewin Chemerinsky, Dean of the School of Law at the University of California in Irvine, wrote earlier this year as they took away teacher tenure in his state, “The problem of inner-city schools is not that the dedicated teachers who work in them have too many rights, but that the students who go to them are disadvantaged in many ways, the schools have inadequate resources and the schools are surrounded by communities that are dangerous, lack essential services and are largely segregated both by race and class. Taking the modest job security accorded by tenure away from teachers will address none of these problems.” Addressing poverty as a civil rights issue will. The American public even stated in the latest Pew Research Global Attitudes Project that inequality is the greatest threat to our country and to the world. So it seems that everyone understands this issue except for you Time Magazine and the billionaires with whom you seem to be courting favor.
Your cover infuriates me because it is an indirect attack on poor defenseless children who so desperately need these people you have characterized as Rotten Apples. For your information, most people are not reading print media any longer. They will not read your poorly written and researched article, but they will see that horrid cover depicting every American teacher as a Rotten Apple as they stand in line to get their groceries at the grocery store. And so you have perpetuated an attack on the only people left it seems in this country fighting every day to help children. In the course of the week that I wrote this response, let me tell you what my Rotten Apples did. Rotten Apple One made sure a student had the basic necessities needed to attend school. Rotten Apple Two and Three made sure a student had the proper medical care when no one in the community responded. Rotten Apple Four stood up and begged for a judge to have mercy on her student when no other adult spoke on his behalf. Take away these people, drive these kinds of educators away from teaching, discourage others from joining the teaching force, and who will fight for children today? Who on a daily basis will look after the American schoolchildren?
Marian Wright Edelman said, “If we don't stand up for children, then we don't stand for much.” And Martin Luther King, Jr. said so eloquently, "Our lives begin to end the day we become silent about things that matter." I have been silent for too long. I will no longer be silent as the media attacks public education.
The real question is who will stand with me and raise your voices to protect our children?
Nancy F. Chewning